Written by authors with extensive experience of working with students with dyslexia, this book provides clear guidance and practical strategies for dyslexia-friendly practice for those working with young people aged 14 to 19 and adults in education or work-based training.

Looking at how dyslexia impacts on learning, the authors suggest ways to improve the learning environment and explain how to help students develop the basic skills that will help them to make the transition from study to employment. Building on the latest research and understanding of dyslexia, they also consider overlapping characteristics, emotional and social issues and funding.

The book includes:

- visual chapter summaries

- case studies drawn from practice

- ideas for dyslexia-friendly written work, and lab and bench work

- international perspectives

- a selection of resources

- model lesson plans and useful checklists

This is essential reading not only for those studying dyslexia-focused programmes at Master's level, but also for mainstream practitioners wishing to improve their dyslexia knowledge and practice, and an ideal resource for professionals working in a school, college, university or adult setting, or delivering training and consultancy in this field.

Barbara Pavey is a Senior Lecturer in Education at York St John University.

Margaret Meehan is the Dyslexia Coordinator at Swansea University.

Alan Waugh is Programme Area Manager for Additional Support at City College, Coventry.

Barbara Pavey

Dyslexia and the implications for 14-19 and adult learning

Alan Waugh

The dyslexia-friendly college

Margaret Meehan

Dyslexia-friendly higher education

Barbara Pavey

Dyslexia-friendly written work

Margaret Meehan

Dysleixa-friendly laboratory and benchwork

Alan Waugh

The post-14 context

Barbara Pavey

Social and emotional aspects of dyslexia-friendly HE and FE

Barbara Pavey, Margaret Meehan and Alan Waugh

National and international perspectives

Barbara Pavey, Margaret Meehan and Alan Waugh

Dyslexia and disability-friendly perspectives

'This is an excellent addition to the growing number of texts and resources that focus on supporting learners in FE and HE' - SENCO Update

'The authors leave no stone unturned in this practical and essential book intended for all practitioners involved in supporting students in FE and HE. It recognizes the importance, and the impact, of dyslexia-friendly procedures and provides clear guidance on how these can be implemented. It covers all aspects of need, including support in the laboratory, lesson planning, writing skills and social and emotional needs. The authors practice what they preach - the book is highly accessible and a must for all practitioners in FE and HE . It will enrich the lives of students and enhance their opportunities for success' - Dr. Gavin Reid , Independent Educational Psychologist, Vancouver, Canada

'To be honest there isn't much to say here other than read it, read it, read it! And then recommend it to a colleague!' - ESCalate

'The most difficult task in reviewing this book has been keeping hold of it long enough to read. Each time I've put it on my desk it's been borrowed by colleagues - all of them full of praise for its layout and accessibility' -Sylvia Fairclough (Lecturer and Specialist Study Support Tutor), Dyslexia Review

With increasing numbers of students identified as dyslexic entering further and higher education, this is a very timely book.
It provides useful practical guidance for student support at individual, class and institutional level.

This book gives the reader the benefits of the extensive experience of the authors; thus enabling adaptive and supportive strategies that benefit both FE and HE students and tutors alike. Relevant case studies, policy, and research are used to provide the necessary understanding to promote dyslexia friendly education. This book is therefore recommended reading for anyone working within education.

My motivation for ordering this copy was to inform my role as Student Champion with the School of Health and Social care at Lincoln University rather than recommending directly to students. I will find this resource really useful when engaging with year one students, identifying their additional learning needs and thinking about useful strategies they might adopt.
Having said this there are a number of areas within this well written and informative book that I will be drawing to students attention, especially ladder reading and other techniques.
I really liked the focus on dyslexia friendly learning environments and organisations. This makes this book stand out from other leading resources such as Tilly Mortimore`s "Dyslexia and Learning Style". Whilst the latter book is excellent it is helpful to have a book that keeps in mind the culture and behaviour of learning institutions rather than focusing on problems related to the individual learner needs.

If I compare the two books, I note that Mortimore`s presentation is more accessible to readers with dyslexia in the way it sets out the written information with headings, bullet points and more use of diagrams,tables and pictures.
For those of us interested in partnerships for learning and staff-student collaboration, this is useful to inform practice in terms of how learners and teachers can identify and meet their respective learning responsibilities. The chapter on international students was welcome although perhaps might have been more meaty and informative, likewise distinctions between dyslexia, dyspraxia and dyscalculia might have warranted more attention in chapter 5.I did not feel that the latter two areas were adequately covered.
But in all other respects this is a useful addition to the very thin amount of well informed resources available to support more inclusive teaching and learning at a key point in where policy and funding within the HE is changing and funding for disabled students will soon reduce to the tune of 70% from Sept 2015.

An outstanding read. Pavey, Meehan and Waugh nail down the key strands of focus for tutors in FE and HE whether your a practicing tutor or an accredited assessor.
I've recommended this text to learners across all educational programmes I deliver on.

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